journal of english language teaching and learning سال:2023 - دوره:15

Fa | Ar | En


journal of english language teaching and learning
سال:2023 - دوره:15 - شماره:31

a comparative study on the use of pronunciation learning strategies - صفحه:215-231 effects of virtual instruction on the speaking accuracy of iranian high school english learners with varied personality traits during the covid-19 pandemic - صفحه:94-112 explicit teaching of an unsalient property: the case of illicit resumptive pronouns in english relative clauses - صفحه:255-269 exploring the roles of teachers’ creative self-efficacy and growth mindset in predicting teaching for creativity: focus on efl teachers - صفحه:66-82 identity construction of efl learners of translated short stories - صفحه:184-198 individual psychological factors: facilitators of psl learners’ reading comprehension ability? a mixed methods study - صفحه:199-214 investigating the implementation of peer scaffolding on speaking proficiency in blended versus traditional classes at the advanced level - صفحه:83-93 l2 writing and working memory: differential effects of task types under different conditions - صفحه:48-65 persian to english lexical transfer errors in the iranian efl learners’ writings - صفحه:113-130 presenting a profile of online teaching adaptation among the iranian efl high school teachers - صفحه:232-254 self-reflection training: an investigation of iranian in-service efl teachers’ belief and performance development - صفحه:131-146 the differential effects of direct and indirect corrective feedback on impulsive and reflective efl learners’ writing accuracy - صفحه:166-183 the effect of explicit pragmatic instruction on efl students' production of speech acts: pragmalinguistic vs. sociopragmatic errors in focus - صفحه:1-17 the effect of gamification on developing efl learners' vocabulary learning in flipped classes - صفحه:33-47 the effect of quantum teaching method on writing motivation: an explanatory mixed-methods investigation - صفحه:18-32 the role of synchronous and asynchronous multimodal scaffolding in learners’ writing complexity improvement - صفحه:147-165